Online Professional Development Opportunities
Educators, school leaders, parents, and support staff all benefit from professional development that aligns with your schools' continuous improvement efforts. Being of exceptional service to your schools is important to us! The list of titles and descriptions below are just some of the many professional development opportunities that we provide for schools either face to face or online through Zoom!
Feel free to contact our office at (956) 984-6238 for additional information or to discuss your schools' professional development needs.
District-Based Professional Learning Opportunities through Distance Learning
EL Leadership Academy
Instructional leaders must develop a deep understanding of EL issues in order to ensure the academic, linguistic and affective success of this growing population. The EL Leadership Academy is designed as a transformational series of activities and experiences to empower district and campus leaders in closing achievement and equity gaps. During this 6-day academy, leaders will explore and analyze a variety of topics, including: second language acquisition; the TELPAS-ELPS Connection; Assessment decision-making and its impact on instruction; EL data analysis, state/federal accountability; sheltered instruction; EL GT and EL SpEd; among others.
EL Instructional Academy
In this 3-Day Academy, teachers will participate in engaging activities to better understand the following concepts: Second Language Acquisition Theory and Practice; LPAC responsibilities for the classroom teacher; using TELPAS to drive instruction; ELPS Language Development tools; making content comprehensible through Sheltered Instruction.
TELPAS Academy: Accelerating EL Progress through Cognitive and Linguistic Scaffolding Strategies
During this 4-day academy, teachers of English Learners will engage in dynamic, hands-on, professional learning experiences to enhance their understanding of the TELPAS Proficiency Level Descriptors and how to implement technology tools and innovative practices in their classrooms to increase academic language proficiency through conceptual thinking.
Participants will engage in dynamic, hands-on, professional learning experiences to enhance their understanding of the TELPAS Proficiency Level Descriptors and how to implement tools and innovative practices in their classrooms to increase academic language proficiency through conceptual thinking on specific domains.
Sheltered Instruction Strategies
This session will address the characteristics of sheltered instruction, research in second-language acquisition, needs of English Learners, and instructional strategies to deliver comprehensible instruction, including content and language objectives, randomization techniques, total response signals, vocabulary development, structured reading and writing techniques, and structured conversations, among others.
Gramática básica y ortografía
This session will provide an overview of the basic Spanish grammar and spelling elements to support instruction. It will be based on the SLAR student expectations for 1st-5th grade. Session will be delivered in Spanish.
Increasing Cognitive and Linguistic Depth and Complexity for English Learners
English Learners must develop cognitive and linguistic skills to be successful. This session will present teachers with a variety of techniques that will allow them to increase the level of rigor in their daily lessons, while still supporting the linguistic development of their English Learners.
Culturally Responsive Teaching and Learning
Culturally responsive pedagogy is a student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about their own place in the world. In this session, teachers will learn a series of strategies to become culturally responsive in their classrooms to support the cognitive, linguistic and affective development of English Learners.
E3 for EL: Effective, Engaging and Equitable Remote Learning for English Learners
In this session, teachers will explore different technology tools to deliver effective, engaging and equitable instruction for English Learners in a remote learning environment.
Meeting the Needs of English Learners with Special Needs
Participants will analyze the second language acquisition process and the benefits of an enrichment dual language program model for English Learners, including students with special needs. They will also explore the 13 disability categories under IDEA and what role the first and second language plays in the students affective, cognitive, and linguistic development.
ESL TExES (154) Preparation Session
This training focuses on the TExES English as a Second Language Supplemental (154) exam. The session is designed to provide the participants with an overview of the test, including the targeted domains and competencies, the test format, and sample questions.
Bilingual TExES (164) Preparation Session
This training focuses on the TExES Bilingual (164) exam. The session is designed to provide the participants with an overview of the test, including the targeted domains and competencies, the test format, and sample questions.
BTLPT (190) Preparation Session
This informative session will provide an overview on the TExES BTLPT Session (190) framework for those interested in taking and passing the BTLPT Exam. Participants will be able to gain valuable knowledge aligned to the TExES domains, competencies, standards, and test format.
Empowering Parents and Families of EL: Capacitando a padres y familias de estudiantes bilingües
This session will be conducted in Spanish for the parents and families of EL to become informed about the characteristics of English Learners, including how schools identify and provide program services. Parents will learn strategies that they may use to support their son or daughter to do well in school.
LPAC Beginning of the Year
This training focuses on the Language Proficiency Assessment Committee requirements, required composition of the LPAC, and specifically, the beginning of year procedures and documentation requirements for the identification and placement of ELs.
LPAC Middle of the Year
Assessment decisions have a direct impact in school and district accountability. LPAC members will be trained in how to make the most appropriate assessment decision for each English Language Learner, including the language and version of the test, as well as any necessary and allowable linguistic accommodation.
LPAC End of Year
In order to comply with Chapter 89, subchapter BB of the Commissioner’s Rules, districts must ensure end of the year LPAC procedures are in place. In this session, participants will learn proper end of the year procedures, including annual exit review, reclassification of exited students, progress monitoring, and parent notification.
*All sessions are customizable and can be offered at the district or campus level upon request.
For more information, contact our Bilingual/ESL/Title III, Part A Program at (956) 984-6238
CONTACT USKarina E. Zuno-Chapa, M.Ed.Director of Language Proficiency, Biliteracy, and Cultural Diversity956-984-6246Claudia Coronado, M.Ed.Bilingual/ESL Specialist956-984-6246Niranda Flores, M.Ed.Bilingual/ESL Specialist956-984-6158Lileana Rios-Ledezma, PhDBilingual/ESL Specialist956-984-6153